Here in Warsaw we are as about as integrated as they get. We are 1:1, grades 6 to 12, with no computer classes. We have common classroom configuration, decent wireless coverage, and great tech support. 1:1 has been around long enough for teachers to "get it" and they are working harder to integrate everyday. We are a SAMR school (If you come to CEESA Budapest, I'll be talking about our experience with SAMR - Saturday, Session 8 13:00 to 14:00).
We have 1 integrator / coordinator in our high school (~300 students) and 1 integrator in the middle school (also ~300 students). In our elementary school (~320 students), we have 2 integrators (although we are one short this year).
We are trying to fit NETS-S into our model. We want to meet the NETS-S standards, but without weekly classes, we are finding it difficult to teach and assess the NETS-S standards. Of course, many of our students hit many of the standards in our school (as happens in a 1:1 school), but we are concerned with uniform and ubiquitous exposure to these standards. We currently don't have a built-in structure for teaching "technology skills". We mainly rely on informal learning and classroom integration projects. For example, when a teacher uses Rosetta Stone online, they will teach the students how to use that specific tool. Another example, when using voice thread, the integrator will teach many different tech skills so students can effectively create with voicethread.
There is something about meeting with kids 45 minutes a week to teach them how to bookmark and use excel that makes my head hurt. It kind of flies in the face of my idea of "integrated technology" where technology is so woven into the fabric of teaching that it's "just part of the way things are done". I don't want my teachers (and students) to think "oh, technology is something that happens in technology class".
I'm sure there is some balance here. Here are some options:
1. Have a "tech class" where students go every week and learn about technology.
2. Integrators push in X number of minutes a week to "teach tech".
3. Teachers are responsible for meeting technology standards (with support of integrators)
4. Ditch the idea of standards, and focus more on "learning to learn with tech". So for example, if a student doesn't know how to do XYZ on a computer, they will google it.
5. Focus on very broad standards, for example "communication and collaboration" doesn't need to be met with a strict definition of what this means, but we accept a very wide variety of skills as evidence.
6. Offer a remediation session for especially poor (or new) tech users. After / before school.
So my question to you is how to embrace an integrated technology environment and also use fairly traditional scope and sequence for technology skills? I think my main point is I don't want teachers and students to see technology as "over there" I want them to see it as "in here". If we teach "computer class", I think it won't serve the integration model well.
I'll be cross posting this to my local ed-tech listserv, and also on my blog.
Curious to hear your thoughts.
Published on Monday, January 24, 2011 (about 8 years, 4 weeks, and 12 hours ago). Posted in: Educational Tech Leadership